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Int. J. Learn. Technol.最新文献

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Using pervasive games as learning tools in educational contexts: a systematic review 在教育环境中使用普及游戏作为学习工具:系统回顾
Int. J. Learn. Technol. Pub Date : 2018-06-01 DOI: 10.1504/IJLT.2018.092094
Jeferson Arango-López, C. Collazos, F. G. Vela, F. Moreira
{"title":"Using pervasive games as learning tools in educational contexts: a systematic review","authors":"Jeferson Arango-López, C. Collazos, F. G. Vela, F. Moreira","doi":"10.1504/IJLT.2018.092094","DOIUrl":"https://doi.org/10.1504/IJLT.2018.092094","url":null,"abstract":"Technology is now a vital part of our society and with such a significant impact on the educational system, information and communication technologies (ICT) cannot be dissociated from the educational process (Ramos and de Andrade, 2016). While the implementation of digital technologies in society and more specifically among young people represents a challenge for teachers, it might also provide the opportunity to improve academic performance. In this context, pervasive games have established a new trend and present a new way for people to interact with each other in a real environment by means of virtual worlds and the elements they bring to the table. Students are therefore able to enjoy a learning process with fun graphics on their mobile devices, as well as stories or other features common to pervasive games. In this paper, we focus our attention on the results of pervasive learning games, results which we had previously obtained from a systematic literature review (Arango-Lopez et al., 2017a), as well as from a review of specific literature to identify different research projects for improving the learning process.","PeriodicalId":367062,"journal":{"name":"Int. J. Learn. Technol.","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121894460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 12
The hologram as a teaching medium for the acquisition of STEM contents 全息图作为STEM内容获取的教学媒介
Int. J. Learn. Technol. Pub Date : 2018-06-01 DOI: 10.1504/IJLT.2018.092097
Lara Orcos, Á. Magreñán
{"title":"The hologram as a teaching medium for the acquisition of STEM contents","authors":"Lara Orcos, Á. Magreñán","doi":"10.1504/IJLT.2018.092097","DOIUrl":"https://doi.org/10.1504/IJLT.2018.092097","url":null,"abstract":"The aim of the work presented in this article is to assess whether the use of a hologram enhances the meaningful learning of cellular division contents. A pilot phase has been carried out with a sample of students of 4th course of high school education in the town of Logrono, Spain, working with a control group in a traditional way and an experimental group with the use of the hologram. A test of knowledge about cell division contents was answered so as to know if there were significant differences between the results obtained by the two groups. The statistic U of Mann-Whitney of the non-parametric mean comparison test showed that there is a significant difference of 2.55 points, at 0.05 level, between results obtained in both groups. Moreover, there was also assessed the level of motivation and satisfaction when using the tool for the purpose of knowing their opinion for the future use and development of the tool. The results obtained lead us to consider the hologram as a potential teaching medium as well as a highly motivational tool.","PeriodicalId":367062,"journal":{"name":"Int. J. Learn. Technol.","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127507502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 18
Social annotation tools in higher education: a preliminary systematic review 高等教育中的社会注释工具:初步系统回顾
Int. J. Learn. Technol. Pub Date : 2018-06-01 DOI: 10.1504/IJLT.2018.092096
H. Ghadirian, K. Salehi, A. F. M. Ayub
{"title":"Social annotation tools in higher education: a preliminary systematic review","authors":"H. Ghadirian, K. Salehi, A. F. M. Ayub","doi":"10.1504/IJLT.2018.092096","DOIUrl":"https://doi.org/10.1504/IJLT.2018.092096","url":null,"abstract":"This review discusses the evidences in using SA tools in higher education settings. Using a detailed inclusion/exclusion procedure, 71 studies were included. A large number of studies were centred on system design issues and the evaluation of designed tools within education and computer technology classes, with blended learning modality among undergraduates. Findings suggested there was a gradual increase in the frequency of SA-based publications, with Science Direct, Taylor & Francis, and IEEE as the three databases with the most SA publication experiences. Findings were mostly derived from quasi-experiments. Of the four major topics recognised, 'system design and implementation issues' was categorised as the first topic, followed by 'the effectiveness of SA tools on process-oriented measures', 'the effectiveness of SA tools on outcome-oriented measures', and 'the improvement of SA tools and learning design'. Process-oriented and outcome-oriented measures dominating the studies were quantity and quality of annotations and reading performance, respectively.","PeriodicalId":367062,"journal":{"name":"Int. J. Learn. Technol.","volume":"471 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124386526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 9
Maintaining Sofia - or how to reach the intended learning outcomes during a medical simulation training 维护索菲亚-或如何在医疗模拟培训期间达到预期的学习成果
Int. J. Learn. Technol. Pub Date : 2018-05-23 DOI: 10.1504/IJLT.2018.092095
S. Ahn, S. Rimpilainen
{"title":"Maintaining Sofia - or how to reach the intended learning outcomes during a medical simulation training","authors":"S. Ahn, S. Rimpilainen","doi":"10.1504/IJLT.2018.092095","DOIUrl":"https://doi.org/10.1504/IJLT.2018.092095","url":null,"abstract":"The study aims to understand what makes a “successful simulation”: when a simulation follows the planned sequence of events embedded in the simulated scenario, producing the intended learning path and learning outcomes for the participating students. The study is based on observations of 15 sessions of full-scale simulations of acute trauma handling during interprofessional training of medical and nursing students. The study shows that the briefing preceding the simulation frames the students’ emergent actions during the scenario by demarcating “possibilities” and “impossibilities” for actions during the exercise. This in turn defines what actions are “appropriate” and “inappropriate” when the scenario is enacted. The simulation exercises are emergent and co-constituted by the diverse participating, socio-material actors. The extent to which this socio-material assemblage manages to produce and maintain the enactment of the patient during the simulation signifies the success or failure of the intended learning path of the exercise.","PeriodicalId":367062,"journal":{"name":"Int. J. Learn. Technol.","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115294026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
The effect of technology supported teaching on students' academic achievement: a combined meta-analytic and thematic study 科技支持教学对学生学业成就的影响:元分析与专题研究相结合
Int. J. Learn. Technol. Pub Date : 2018-05-09 DOI: 10.1504/IJLT.2018.091632
V. Batdı, Aydın Aslan, Chang Zhu
{"title":"The effect of technology supported teaching on students' academic achievement: a combined meta-analytic and thematic study","authors":"V. Batdı, Aydın Aslan, Chang Zhu","doi":"10.1504/IJLT.2018.091632","DOIUrl":"https://doi.org/10.1504/IJLT.2018.091632","url":null,"abstract":"This research aimed to enlighten the ambiguous relationship between technology supported teaching (TST) and students' achievement. A meta-analysis was conducted incorporating the quantitative findings of 11 scientific studies derived from 245 theses and 386 articles. These addressed the effect of technology on students' academic achievement nationally and internationally between 2005 and 2016. The results indicate that TST has a positive effect on students' academic achievement. Furthermore, participants' perceptions of this issue were thematically derived from 12 academic studies and these corroborated the quantitative findings. Learners should therefore be exposed to innovative technologies such as Web 2.0 and augmented reality technologies to effectively and adequately benefit from them as learning strategies. The results of both studies are discussed in detail and suggestions made for future research.","PeriodicalId":367062,"journal":{"name":"Int. J. Learn. Technol.","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128268071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
Social recommender approach for technology-enhanced learning 技术增强学习的社会推荐方法
Int. J. Learn. Technol. Pub Date : 2018-05-09 DOI: 10.1504/IJLT.2018.091631
Mohammed Tadlaoui, Karim Sehaba, S. George, A. Chikh, K. Bouamrane
{"title":"Social recommender approach for technology-enhanced learning","authors":"Mohammed Tadlaoui, Karim Sehaba, S. George, A. Chikh, K. Bouamrane","doi":"10.1504/IJLT.2018.091631","DOIUrl":"https://doi.org/10.1504/IJLT.2018.091631","url":null,"abstract":"The present work fits into the context of recommender systems for educational resources, especially systems that use social information. Based on the research results in the field of recommender systems, social networks and technology-enhanced learning, we defined an educational resource recommendation approach. We rely on social relations between learners to improve recommendation accuracy. Our proposal is based on formal models that generate three types of recommendation, namely recommendation of popular resources, useful resources and recently viewed resources. We developed a learning platform which integrates our recommendation models. In this paper, we present the results of an experiment conducted during six months in a real educational context. The goal of this experiment is to measure the relevance, quality and utility of the recommended resources. We also conduct an offline analysis by using a dataset in order to compare our approach with four baseline algorithms.","PeriodicalId":367062,"journal":{"name":"Int. J. Learn. Technol.","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129506117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Forecasting students' success in an open university 预测学生在开放大学的成功
Int. J. Learn. Technol. Pub Date : 2018-05-09 DOI: 10.1504/IJLT.2018.091630
G. Kostopoulos, S. Kotsiantis, C. Pierrakeas, Giannis Koutsonikos, G. Gravvanis
{"title":"Forecasting students' success in an open university","authors":"G. Kostopoulos, S. Kotsiantis, C. Pierrakeas, Giannis Koutsonikos, G. Gravvanis","doi":"10.1504/IJLT.2018.091630","DOIUrl":"https://doi.org/10.1504/IJLT.2018.091630","url":null,"abstract":"In recent years, students' performance prediction has been identified as one of the most essential and challenging research topics for educational institutions. The necessity for exploitation and analysis of data originating from several educational contexts has led to a widespread implementation of familiar machine learning methods trying to effectively analyse students' academic behaviour and predict their performance. The early detection of low performers is of major importance for open universities seeking to decrease dropout ratios, improve educational outcomes and provide high quality education. This paper introduces an ensemble of classification and regression algorithms for predicting students' performance in a distance web-based course. Several state-of-the-art machine learning methods have also been applied to compare the efficiency of our method. A plethora of experiments have been conducted for this purpose, using data provided by the Hellenic Open University. The proposed ensemble combines classification and regression rules and is as accurate as the powerful ensembles, while the produced model remains comprehensive. In addition, a prototype software support tool has been designed and it simulates the presented ensemble.","PeriodicalId":367062,"journal":{"name":"Int. J. Learn. Technol.","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114265979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 18
MathSpeak: a non-ambiguous language for audio rendering of MathML MathSpeak:用于MathML音频呈现的非二义性语言
Int. J. Learn. Technol. Pub Date : 2018-05-09 DOI: 10.1504/IJLT.2018.091609
Waseem Sheikh, Dave Schleppenbach, Dennis Leas
{"title":"MathSpeak: a non-ambiguous language for audio rendering of MathML","authors":"Waseem Sheikh, Dave Schleppenbach, Dennis Leas","doi":"10.1504/IJLT.2018.091609","DOIUrl":"https://doi.org/10.1504/IJLT.2018.091609","url":null,"abstract":"For years, students with print disabilities have struggled to have access to instructional materials in the fields of science, technology, engineering and mathematics (STEM). People with print disabilities rely heavily on speech for information input. Mathematical expressions transmitted through typical spoken language are replete with multiple interpretations. These ambiguities create a substantial burden for the acquisition of basic mathematics and of knowledge from fields requiring a strong foundation in mathematics such as science, technology, and engineering. MathSpeak is based on a set of rules for conveying mathematical expressions in a non-ambiguous manner. The MathSpeak technology contains a computerised component that can easily and rapidly translate STEM materials into the non-ambiguous MathSpeak form, which can then be converted to an auditory rendering via a custom-designed high-quality computer-synthesised voice. This technology has great potential for increasing the accessibility to STEM materials and careers in related fields as shown by the efficacy studies.","PeriodicalId":367062,"journal":{"name":"Int. J. Learn. Technol.","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133350897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 7
Instructional quality of massive open online courses: a review of attitudinal change MOOCs 大规模在线开放课程的教学质量:对mooc态度变化的回顾
Int. J. Learn. Technol. Pub Date : 2017-12-07 DOI: 10.1504/IJLT.2017.088406
W. Watson, S. Watson, Shamila Janakiraman
{"title":"Instructional quality of massive open online courses: a review of attitudinal change MOOCs","authors":"W. Watson, S. Watson, Shamila Janakiraman","doi":"10.1504/IJLT.2017.088406","DOIUrl":"https://doi.org/10.1504/IJLT.2017.088406","url":null,"abstract":"This study builds on prior research regarding attitudinal learning MOOCs, and a study examining the quality of MOOCs based on adherence to the first principles of instruction. Nine MOOCs designed for attitudinal instruction were reviewed to rate the degree they incorporated first principles of instruction and first principles of attitudinal instruction. The study found that while none of the MOOCs incorporated all of the first principles, overall, they incorporated the first principles of instruction more consistently than in the prior study. The review also showed that all of the courses did incorporate the attitudinal instruction first principles to some degree. This study provides researchers an approach to evaluating the instructional design quality of attitudinal instruction in general and MOOCs designed for attitudinal learning specifically, while also guiding practitioners in understanding how others have approached the design of attitudinal learning MOOCs.","PeriodicalId":367062,"journal":{"name":"Int. J. Learn. Technol.","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129352485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 13
Learning with skills oriented collaborations 以技能为导向的协作学习
Int. J. Learn. Technol. Pub Date : 2017-12-07 DOI: 10.1504/IJLT.2017.088405
Sushma Hans, S. Chakraverty
{"title":"Learning with skills oriented collaborations","authors":"Sushma Hans, S. Chakraverty","doi":"10.1504/IJLT.2017.088405","DOIUrl":"https://doi.org/10.1504/IJLT.2017.088405","url":null,"abstract":"Collaborative learning enhances academic performance by pooling the diverse strengths of co-learners. We believe that mere acquisition of knowledge is not sufficient; a student needs to hone certain fundamental learning skills that facilitate the assimilation and application of knowledge. It thus makes greater sense to focus on the mutual exchange of specific learning skills that members in a collaborative group possess in order to fulfil the skills gap. In this paper, we give a new way of analysing a subject systematically in terms of the set of learning skills that are required to solve different problems of varying complexity. Applying formal concepts analysis on a skills-tagged question bank, we derive a suite of concepts that serve as performance parameters for evaluating students in a skills-centric manner. Subsequently, students are paired up for collaborative learning in competitive and complementary modes. Practical experiments show the validity and practicability of the proposed approach.","PeriodicalId":367062,"journal":{"name":"Int. J. Learn. Technol.","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133189866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
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